Kagan의 구조중심 협동학습, 스마트러닝, 협동학습과 스마트러닝 통합중재가 경도장애 학생의 진로직업교육에 미치는 상대적 효과

Abstract

ABSTRACT

The Relative Effect of Kagan’s Structure Centered Cooperative Learning, Smart Learning, and Integrated Interventions of Cooperative Learning with Smart Learning on the Mild Disability students＇ Vocational Education

Yun Hyeok Advisor : Prof. Yu-seong Heo, Ph.D. Department of Special Education Graduate School of Chosun University

The purpose of this study was to the Kagan’s structure centered cooperative learning, smart learning, and integrated interventions of cooperative learning with smart learning on career vocational knowledge, work ability, learning flow and language social interaction. The participants in this study were 4 students＇ with mild disability and 5 students＇ with non-disability who were in a high school. Alternating treatments design was applied for this study. The experimental conditions included baseline, intervention, and generalization. The Kagan’s structure centered cooperative learning, smart learning, and integrated interventions of cooperative learning with smart learning was applied for the participants. Data were collected about career vocational knowledge, work ability, learning flow and language social interaction. The results of study are as follows. First, mild disability students＇ is average grades of course vocational knowledge of the integrated interventions of cooperative learning with smart learning is the highest. However, integrated interventions of cooperative learning with smart learning is a downward trend line, smart learning is upward trend line. Course vocational knowledge average performance of the non-disability students＇ is smart learning was the highest. Mild disability students＇ had different teaching and learning program that is attached the highest upward trend line and the highest average performance. The highest rising trend line and the highest average course vocational knowledge average performance of non-disability students＇ is a smart learning. Second, the average grades of course vocational occupational performance ability of mild disability students＇ is smart learning the highest. smart learning is a rising trend line. Achievement of the item of the entire course vocational work performance capability is higher than the non-disability students＇ is mild disability students＇. Mild disability students＇ and non-disability students＇ is different from the highest region is item of the entire course results. However, the lowest region is the same. Third, the mild disability students＇ is learning flow average frequency is most often a smart learning. Non-disability students＇ is learning flow average frequency is the most often a cooperative learning. Mild disability students＇, the highest trend line in smart learning. Non-disability students＇ was higher than the trend line of smart learning and cooperate learning. Cognitive learning flow is mild disability students＇, the average frequency was the most common in smart learning. Non-disability students＇ is average frequency was the most common from cooperative learning and smart learning integration arbitration. Defining learning flow is mild disability students＇ is integrated interventions of cooperative learning with smart learning and average frequency was the highest. Non-disability students＇ is average frequency was the most common in cooperative learning. Fourth, mild disability students＇ and non-disability students＇ is average frequency of language social interaction is most common in cooperative learning. However, mild disability students＇ and non-disability students＇, the highest trend line in smart learning. Cognitive language social interaction is a mild disability students＇, non-disability students＇ is average frequency is the most common in all smart learning. Defining Language social interaction is a mild disability students＇, non-disability students＇ is average frequency is the most common in all cooperative learning. These results suggest that Kagan’s structure centered cooperative learning, smart learning, and integrated interventions of cooperative learning with smart learning is an effective method in improving career vocational knowledge, work ability, learning flow and language social interaction of students＇ with mild disability and non-disability.